Science Curriculum
Parent Informational Night
Sharon High School
January 8, 2008
Joan LaCroix, Science Coordinator
Physics as the Anchor Science
Course - Why ?
 Based on National Science Foundation
Research
 Discussions began in November 2003
 Incorporated into Superintendent and
School Committee Goals for 2004-2005
Past Science Sequence




Grade 9 Earth Science/ Accelerated Biology
Grade 10 Biology / Accelerated Chemistry
Grade 11 Chemistry/ Accelerated Physics
Electives:
 Anatomy & Physiology
 Physics II
 Environmental Science
 Astronomy
 AP Biology, Chemistry or Physics
Present Science Sequence




Grade 9 Physics I
Grade 10 Biology
Grade 11 Chemistry
Electives:
 Anatomy & Physiology
 Physics II
 Environmental Science
 AP Physics, AP Chemistry, AP
Biology
 Astronomy
Planned Science Sequence



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Grade 9 Physics I
Grade 10 Chemistry (3 year transition)
Grade 11 Biology
Electives:
 Anatomy & Physiology
 Physics II
 Environmental Science
 AP Physics, AP Chemistry, AP
Biology
 Astronomy
Accomplishing the Goal:
Collaboration to meet Needs
 Collaboration between the 8th/9th grade
science and math teachers
 Alignment of Math curriculum with
Science mathematics needs
Algebra needed for Physics
Physics needed for Chemistry
Chemistry needed for Biology
 Alignment of concepts and principles
 Preparation for the MCAS Exams
Why the Transition in Grade 10?
from Biology to Chemistry
 Natural Flow of Principles: physical properties
leading to chemical processes underlying biology.
 Illustrate the connections between physics and
chemistry.
 Physics and Chemistry are based on Algebraic
concepts: linear equations and functions; slope;
graphing.
 Modern Biology is based on concrete principles
learned in physics and chemistry.
Biology is Increasingly a
Molecular Science
 Physics  Chemistry Biology
 Biology is an abstract science based on
concrete principles.
 Teaching photosynthesis, respiration or
genetics requires a chemical understanding.
Complex Life Processes:
Cellular Respiration
What was the process?
Committee of SHS teachers:
 Joan LaCroix, Dr. Cho, Mr. Churchill, Dr. Jeffrey Cruzan, Mr.
Dixon, Ms. Kallin, Dr. Kenner
Comparable Districts that have made the switch to this or a
similar sequence:
Boston Latin, Boston, Brookline, Natick,
Newton North, Wellesley, Weston
Belmont - in planning process
… the Process Continues
 Mrs. Reardon, Math Curriculum Coordinator,
provides input for the math sequence.
 Mrs. Whittemore, Coordinator of Guidance,
provides input from the Program of Studies
and from a scheduling perspective.
 Creation of a three year transition plan.
 Administrative support for funding improved
science lab function, electricity, materials.
Selection of the Text
 Four Publishers have been contacted
for examination materials.
 Level and content is considered.
 Committee members and chemistry
teachers asked for feedback.
 Departmental discussions as we
search for the “perfect” text.
Course Transition - Sections
Year
2007-2008
# Physics
# Chemistry
13Freshmen 13 Junior
2008-2009
13 Freshmen 13 Junior
9 Sophomore
4 Sophomore
2009-2010*
13 Freshmen 8 Sophomore 4 Junior
9 Juniors
5 Sophomore
2010-2011*
13 Freshmen 5 Juniors
13Sophomor
e
13 Freshmen 13Sophomor
change depending on
e
2011-2012*
*Sections subject to
on number of students
# Biology
13Sophomore
8 Juniors
13 Juniors
What Will the Outcome Be?

Transition takes place over 3 years.

Students meet the state graduation requirement.

Students will be more successful due to the
sequence change.

Students will see the connections between
physics, chemistry and biology.

Students will be better prepared for upper level
courses.
References
Dike, Joy, “Current Research on High School, Science
Course Sequencing” <www.coe.uga.edu/science/ >
Fermilab-Pub-02/088 May 2002
Fermilab-Pub-01/206 March 2003
Project ARISE http://ed.final.gov/arise_lml/arise_why.html
Vazquez, Jose, “High School Biology Today: What the
Committee of Ten Did Not Anticipate” The American
Society for Cell Biology. Spring 2006: 29-30.